Action Research For Mapeh 6oi5j

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ABSTRACT

INTRODUCTION

The population of Florentino Torres High School and the ratio of the facilities are not in proportion enough with the number of students, hence MAPEH teachers are having a hard time looking for an environment that is conducive for learning. The learning process is not only about the relationship of the students and their teacher. Many factors affect the students’ performance including the student attendance, their motivation to learn, and conduciveness of the classroom to learning. The K12 program of the Government exposes of the status of the education system in the Philippines not only in of Programs and Curriculum, but also with the demand of having st

21 century facilities and teachers’ techniques and strategies. In this age of change, helping students understand better the lesson in the classroom is one of the primary concerns of every teacher. Teachers need to motivate students how to learn. According to (Phil Schlecty1994), when students are motivated, learning will easily take place. However, motivating students to learn requires a lot of challenge on the part of the teacher. Although teachers are the main players of learning and the ones that initiate all the efforts to motivate students, there are still some factors that affect the students’ focus and comprehension of the topics in the class. Due to the lack of facilities some classes in MAPEH settle solely in areas that are available unfortunately, thus having a conducive atmosphere. (W. Theo Dalton,) States that good classroom is characterized by a relaxed atmosphere, by evidences of wholesome and purposeful activities, by displays of student’s work and by the best use of available facilities. Such classroom may 2

possess in a real sense, in an atmosphere which makes itself felt even in the presence of a casual visitor. Through the ages, Education experts always consider the importance of learning environment in the learning outcome of the learners. That it is why most teachers are guided and evaluated in classroom management skills and provision of a suitable learning atmosphere. Most MAPEH teachers teach four different components and that includes Music, Arts, Physical Education and Health. It is common knowledge that all Physical Education classes are held mostly in an open area where they can perform physical activities, while Music, Arts and Health should be in an ordinary conventional usual classroom just like other subjects due to the sensitivity of topics discussed. Examples of these are topics in Health specifically about human sexuality and gender issues. Some students are having difficulty to open up and disclose in an environment where everyone can see and hear by everybody. Visual technology nowadays is a common requirement in the learning process. Projectors, laptops and tablets are provided by schools to help teachers deliver the topics more efficiently through film viewing picture and illustrations slides, and power point presentations. However, in open area like quadrangles, ovals and covered courts, these equipment are useless due to the brightness and noise in the surroundings. The researchers point out that these factors are the ones that affect the Students’ motivation to perform well in their MAPEH subjects. Research Question 1. What factors influence students’ motivation in learning MAPEH ? 2. What is the ideal classroom atmosphere for an effective learning process? 3. How does learning atmosphere affect the motivation of students in learning MAPEH? 3

Review of Related Literature

The Department of Education of Manila listed as follows 1. Classroom Atmosphere is conducive to learning (clean, orderly, properly, structured, good seating arrangement) as the first criteria under the Classroom Preparation/Management Capabilities (Teachers Observation Checklist 2018). This criteria show that classroom atmosphere is one of the vital factors that is needed to be maintained in order to achieve the students’ attentions. This statement also ed that the attention consequently is directed to attitudes and motivation concerning the learning environment, more specifically the subject, and the role that peers and teachers play by (Heitzmann, J. 2009, Dornyei 2001, Ushioda 1996). According also to (Erickson, 1978), effective classroom depends on the teachers’ ability to maintain the interest that brought students to the course in the first place. Not all students are motivated by the same value, needs, desires and wants. Some are motivated by the approval of others or by overcoming challenges. This also ed in theory of continuum of different types of motivation exists, depending on the level of self-determination that an individual possesses (SDT, Ryan and Deci, 2002). There are two types of motivation, one is extrinsic and the other is intrinsic, these two types vary on how each individual pursuit on the activity. Research results indicated that students who were taught by motivated teachers reported higher motivation, compared to those taught by less motivated teachers. (Atkinson, 2002) Still there are teachers even with the different factors surrounds her class manage to motivate the students to perform in class, probably because of the intrinsic motivation possessed by the students or the extrinsic motivation of the teacher that stimulates the interest of the students. Robert Sternberg and Todd Lubart recently addressed this possibility in Defying the Crowd (1995). They assert that any in-depth examination of the work of highly creative people reveals a blend of both types of motivation. 4

C. Purpose of the Study The main thrust of this study was to find out the influence factor that affects the students’ motivation to perform in classes.

D. Methodology The descriptive-survey method was used in this study, Descriptive means that surveys are constructed and istered / fielded made in order to discover the factor that affects the student motivation in performing in the MAPEH class. The researchers used questionnaires, observations and interviews. Several categories affecting motivation were also presented in the questionnaire. The researchers distributed the questionnaire to MAPEH classes from morning and afternoon shift with or without classroom and label it group A for and group B. Research Environment and Respondents The respondents are from Grade 7 to Grade 10, composed of 322 students or 5% of the total population enrolled this SY 2017-2018.

Data Gathering The researchers personally distributed the questionnaires from the different teachers that handle the class using a random sampling of respondents. Each item in each category ranges from a scale of 4-1 where 4 rated as strongly agree while 1 as strongly disagree. The questionnaires were collected and data obtained were tallied in tables and interpreted using the simple percentage.

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E. RESULTS AND DISCUSSION/FINDINGS AND ANALYSIS Table 1:

STUDENTS PREFERENCE

90 80 70 60 50

1 Most Like

40 30

2 Least Like

20

3 Difficulty Coping

10 0 A

B

A

Music

B

Arts

A

B

A

Physical Education

B

Health

Table 1 result shows that student preference in MAPEH components that Physical Education is the most like components both in Group A and B, while Music ranked the least like and most difficult to understand by the students. Table 2:

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Learners Behaviour 70 60 50

Laziness

40

Participation

30

Talkativeness

20

Tardiness

10

Absences

0 A

B

A

B

Strongly agree

A

Agree

B

A

Disagree

B

Strongly disagree

The results of table 2 significantly shows that students disagree and strongly disagree that their behaviour towards the subjects affects their motivation to perform in the class, but one indicator noticeably high which is students tardiness from group A which compose most the of respondents istered from first period class. Table 3: LEARNING ATMOSPHERE IN MAPEH CLASS

LEARNING ATMOSPHERE 80 70 60 50 40 30 20 10 0

78 68 59

58 44

46 31

37

44

40

Noisy Surrounding

32 21

21

28 25

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Temperature Conduciveness Facilities and Equipment

A

B

Strongly agree

A

B Agree

A

B

A

Disagree

B

Strongly disagree

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Table 3 results showed that 74.3 or 231 Respondent agreed that noisy surrounding is a factor that affected their motivation and 185 or 59% of respondents agreed that the conduciveness of the learning affect their motivation to learn. TABLE 4:

FREQUENCY DISTRIBUTION OF STUDENTS THAT AFFECTED THEIR MOTIVATION

41, 13%

118, 38%

43, 14%

FREQUENCY YES A FREQUENCY YES B FREQUENCY NO A FREQUENCY NO B

110, 35%

Table 4 shows that 73% of 322 respondents agrees that the different factor presented in table 2 and 3 affected their motivation towards their MAPEH subject. TABLE 5:

PERCENTILE RANK OF STUDENTS AFFECTED

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Chart Title Series1, Music A, 46, 15%

Series1, HEALTH B, 47, 15%

Series1, HEALTH A, 33, 10%

Series1, Music B, 48, 15%

Series1, PHYSICAL EDUC B, 28, 9%

Series1, PHYSICAL EDUC A, 36, 11%

Series1, ARTS B, 30, 10%

Series1, ARTS A, 46, 15%

Table 5 showed 20% of the respondent s believed that Physical Education is the least component affected their motivation while music got 30% and both arts and health got 25% of the 322 respondents. TABLE 6:

Learners Behaviour 100 90 80 70 60 50 40 30 20 10 0

96 78

78

73

65

67

66

Excited fun

44

hate 3 Grp. A

10

Grp. B

Strongly Agree

13

11

Grp. A

Grp. B

Agree

18

don’t like

12

Grp. A

Grp. B

Disagree

3

6

Grp. A

Grp. B

love

Strongly disagree

Table 6 revealed that students motivation toward their MAPEH subject are still high both from group A and Group B, 174 students agrees that they were excited to attend their MAPEH class while151 out of

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322 respondents they disagree that they hate their MAPEH class. This table 6 showed that despite there are factor affecting their motivation toward MAPEH subject they still find the subject are important to them. TABLE7

Learners Participation 80 70 60 50 40 30 20 10 0

64 Prepared

48 40

40

participate 23

18

25

projects practical bored

Grp. A

Grp. B

Strongly Agree

Grp. A

Grp. B

Agree

Grp. A

Grp. B

Disagree

Grp. A

Grp. B

Strongly disagree

Table 7 Showed that 75% of 322 the respondent agreed came to class prepared and 68.5% of respondent participate actively on their MAPEH class. Furthermore the Researcher also noticed that 250 out of 322 or 80.5% of respondent disagree that they got bored during their MAPEH subjects. Table 8:

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Learning Atmosphere 80 70 60 50 40 30 20 10 0

67 56

51

48

relaxed

38

Fac and Equip

26 17

16

cool and quite conducive free from distraction

Grp. A

Grp. B

Strongly Agree

Grp. A

Grp. B

Agree

Grp. A

Grp. B

Grp. A

Disagree

Grp. B

Strongly disagree

Table 8 showed that 212 or 68.2% 322 respondents agrees that the learning area in MAPEH class is relaxed and 64.4% or 200 respondents agrees they like the subject because they have complete facilities and equipment 87 of this 200 are from group B which is a group consist of respondent from grade 7 and grade 10 who both held the classes inside the classroom. The 209 or 67.2% respondent believed that they loved their learning area because it is cool and quiet. The group B is slightly higher than the group A probably because of the area where they held the class, 65% or 203 respondents agrees that the learning area where they held their class are conducive to learning and 71.4 % agrees that it is free from distraction. TABLE 9:

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GRAPHICAL PRESENTATION OF TEST RESULTS PER QUARTER 80 70 60 50 40 30 20 10 0

51.47 43.25

55.2 45.49

51.67 44.41

GRADE7 GRADE 8 GRADE 9 GRADE 10

1st quarter

2nd quarter

3rd quarter

4th quarter

Table 9 showed the graphical presentation of test result in three quarters in MAPEH, grade 10 showed the highest percentage mean scores on three quarters followed by grade 7 who both held their classes inside the classroom while grade 8 and 9 mean score has slightly low result from the three different quarters.

F. CONCLUSION Based on the findings there are component in MAPEH subject that needs to be held on a conventional classroom just like the other subjects, although not all students are affected by these factors still there are needs of the students that must addressed. The study also showed that the Intrinsic motivation of the Students help them to overcome the external influence that affects them based on their attitude towards the subject. Base also on the data intrinsic motivation alone cannot help them to achieve their goals they also need extrinsic motivation coming from their peers and the classroom atmosphere. G. Recommendation

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To the istration the subject MAPEH is compose of four different components and we recommending at least a lecture room that to be provided to us. This, in addition can be used as a viewing room and discussion area in teaching the other three components. In the meantime, teaches must exert greater efforts in teaching the subjects amidst the difficult situation. Further trainings must be undergone and best strategies should be used to facilitate effective learning in this case. H. References Atkinson, E. S. (2000). An investigation into the relationship between teacher motivation and pupil motivation. Educational Psychology, 20, 45–57. Teacher Motivational Strategies and Student Self-Determination in Physical Education Ian M. Taylor and Nikos Ntoumanis(2007). Journal of Educational Psychology Copyright 2007 by the American Psychological Association 2007, Vol. 99, No. 4, 747–760 Judit Heitzmann (2009).The Influence of the Classroom Climate on Students’ Motivation M. Barberos, A. Gozalo, E. PadayogdogTHE EFFECT OF THE TEACHER'S TEACHING STYLE ON STUDENTS' MOTIVATION

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